ABSTRACT
The present research aim to identifying the effect of computing CORT program in developing of creativity fluency for second intermediate grade , so, to be certain the right of the following proposal " There is no astatically difference in the Experimental group and the Control group " . in order to , achieve the research aim , the researcher has done the following :-
1- Selecting the research sample, The researcher has made a study test to now the creativity fluency level of the intermediate schools for boys. So, Quteaba Bent Muslem shows less counting medium, in order that, it selected as a research sample, the research sample has contained (60) pupils, (30) pupils as a experimental group studied the Cort by computer, and (30) pupils as a control group studied the Cort by ordenary way.
2- Preparing the computing CORT program by using (power point) for the first and forth part of the part educational CORT program.
3- Prepersing a creativity fluency test includes, its six types : (Number fluency, Verbal fluency, Ideational fluency, Figural fluency, Expressional fluency, Association fluency), and it has the honest and stability.
4- Selecting a experimental designing consist of two equal groups one is control experimental and a generalization two tests mental and after.
5- Make an equalization between the two groups ones experimental and control, as intelligence, creativity fluency, the present study level and years failure.
6- The research sample has continued (60) pupils, (30) pupils as an experimental group studied the Cort by computer , and (30) pupils as a control group studied by ordinary way .
The computing program has applied on the experimental group since, (25/10/2020) fill (26/1/2011), for (12) weeks, realistically, as (20) lessons desterbuted (3) hours in week , after the application period of the computing program finished, the after test of the experimental and control had made ,then, consequently, the obtained result show :-
1- There was a statistically significant difference between the mean score of developing creativity fluency for the two groups experimental and control , is favor of the experimental group .
2- There was a statistically significant difference between the mean score of the experimental group and those of control group in difference between after and mental test of the creativity fluency of the experimental group and in favor of the after test .
3- There was a statistically significant difference between the mean score of difference for the two, after and mental tests of the creativity fluency to the control group .
4- There was a statistically significant difference between the mean score of difference for the two, after and mental tests of the creativity fluency types in favor of the after test .
In the light of finding obtained, conclusions were drawn, from which the Cort program of the ability to create an educational social atmosphere encouraging to stimulate . The creative abilities directly , or not , in additional, it helped the teachers to identifying the creative abilities of the pupils and develop it , so , it works on making pupils more skillful in having many thoughts and judge on it . The creativity fluency can be developed by exercising , caring and direct training , in addition , a number of recommendation on a selected number of instructional models , from which appling the program and training the teachers on developing creative thinking in general and take care of developing of thinking program in particular and apply it .
Finally, suggestion for further research were put forwards.

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Article

Utilization of Wild Pears Rootstocks as a Natural Resource for Loquat Production Under Rainfed Condition in Sulaimani Governorate

ABSTRACT
A study was conducted during the spring season of 2009, at Azmar mountain, Sulaimani city, Kurdistan Region-Iraq. The commercial cultivar of loquat was used as scion and wild pear trees of 25-30 years old, grown naturally in the region were used as rootstock. The treatments consisted of two budding methods (T-budding and pipe-budding) performed during three dates (mid May, early June and mid June). The experiment was laid out in a factorial randomized complete block design with three replications and twenty buds per replication. Least significant difference (LSD, P≤0.05) was used for mean separation. The percentages of bud-take successes were recorded after two months of the budding operations, whereas the observations on different growth parameters were recorded at the end of the season. Significant influence of the interaction of budding method and budding time on budding success percentage and subsequent growth characteristics of loquat budded on wild pear rootstock were observed. The maximum value of the percentages of budding success (68.20%) was recorded when pipe-budding was done on mid-May, followed by pipe-budding on early-June (65%) and then pipe-budding on mid-June (55.00%). Budding time-method interaction also resulted in the occurrence of significant differences in the length of budshoots, and the number of leaves per budshoot. Pipe-budding performed on mid-May gave higher values of budshoot length and the number of leaves per budshoot (8.6 cm, and 7.03), respectively. No significant differences were observed in budshoot diameter due to budding time-method interaction.
These results confirm that wild pears can be used as a good rootstock for loquat production either as a drought resistant rootstock under rainfed condition which means entirely depending on rainfall, thus harvesting of about 7000m3 / ha/ year or as dwarfing rootstock for high density plantation systems in the plains such as Shahrazoor, Kalar, Kifri and Kirkuk, this will be a substantial challenge against ongoing drought years toward the region.
Keywords: Pipe-budding, T-budding, loquat, wild pear, budding success, rainfed cultivation.

ABSTRACT
The purpose of this paper is to study how the sociolinguistic variation is manifested in language use with reference to making requests in English ;and to investigate into the usage of modal auxiliaries in requests on the basis of a questionnaire. In this case one has to view language in it's broader context which extends beyond the linguistic context, ie, one has to view language in it's communicative context which includes the total context of situation for the speaker-hearer behaviour.
The communicative context means the speaker's "competence for use", whereas the linguistic context means the speaker's" competence for grammar" (Hymes, 1972: 296).The communicative context includes paralinguistic factors which are both attitudinal and social. Among the attitudinal factors the intuition ,emotion ,and attitude of the speaker /writer lend great significance to the communicative role of language behaviour. For example ,the same sentence or utterance may have different attitudes of the speaker such as happiness, anger, or sympathy ,depending on the tone of voice and intonation.
Example: 1.What are you doing?
This sentence can have at least three different emotional attitudes:
a .Simple question of neutral nature with a falling intonation.
b . an acusing exclamation with prominent stress on" what" and "doing".
c. An affectionate way of talking to children with a rising intonation in a gentle voice.
As regard the social factors included in communicative context, situational context and role relationship are important factors for language choice and behaviour .Language activity in various contexts reveals differences in the type of language chosen as appropriate for different situations . These factors form the major components of registers.
According to Halliday et al (1964:p.90),register is classified into three major dimensions: field of discourse ,mode and discourse ,and style of discourse. Field of discourse refers to the subject matter :technical ,literary ,journalistic ,etc. Mode refers to the medium of language activity –mainly spoken and written .Style of discourse refers to the relations among the participants which determine the language forms according to the relative status and the degree of intimacy .The scale of formality in language use moves from formal to informal. This aspect of sociolinguistic variation of language in relation to the structure of English will be focused on later in this paper.